Designing a teaching and educational initiative intended for elderly persons with a cognitive disability entails a
conceptual and methodological reappraisal of the fundamentals of special needs education. The article discusses
some critical aspects, for example, aspects related to the significant dissimilarity of the performance that is frequently
experienced in elderly persons, but also the need to redefine the plan of objectives compared to paradigms which
differ from those adopted during the developmental age, based on progression and on the essential requirements
for learning. Hence, the quality of life model becomes unavoidable in this sense, in order to define an educational
approach designed for cognitive disability in the over-sixties and the over-eighties.
